Enhancing Student Engagement Through Active Teaching-Learning Approaches Among First-Year Medical Undergraduates

Background Active teaching-learning approaches involve students in the learning process, promoting critical thinking, problem-solving, and knowledge retention. These methods contrast with traditional didactic lectures, which focus on passive listening. This study aims to evaluate the perceptions and effectiveness of active teaching-learning methods among first-year medical students. Methodology A cross-sectional survey of 113 first-year medical students was conducted using a validated questionnaire (Cronbach's alpha = 0.873). Active teaching-learning methods, viz., small group discussions, case-based learning, flipped classroom, and early clinical exposure sessions, were implemented to enhance engagement among first-year MBBS students. The survey collected data on engagement, retention, and critical thinking through Likert-scale questions and open-ended feedback. Data were analyzed using SPSS version 16 (SPSS Inc., Chicago, IL, USA). Results Overall, 79.7% of students agreed that active teaching methods enhanced engagement, while 75.2% reported improved retention. Further, 83.2% felt their clinical reasoning skills benefited. Students emphasized the importance of interactive sessions and real-life clinical case discussions. Conclusions Active teaching-learning approaches improve engagement and critical thinking, aligning with the needs of modern medical education. Integration of these methods into the curriculum, alongside adequate resource allocation, is crucial for long-term success.